Editorial Team

LEAD EDITOR |Victoria Desimoni

ORCID ID: 0009-0006-7194-5898 

Victoria, from Buenos Aires, Argentina, is a Ph.D. student in Education Policy and Evaluation at Mary Lou Fulton Teachers College (MLFTC). She has earned a bachelor's in Education and Religious Studies from Pontificia Universidad Católica Argentina and master's degrees in Liberal Studies from Duke University and in Cultural and Educational Policy Studies from Loyola University Chicago, respectively. Victoria has extensive experience as a teacher and in the non-profit sector.

Her research focuses on decolonial practices in education and education for sustainable futures, with a Latin American emphasis. She aspires to bridge gaps and promote diverse educational approaches that values different ways of being and learning.

 

CO-LEAD EDITOR | Tipsuda Chaomuangkhong

ORCID ID: 0000-0003-1009-711X

Tipsuda Chaomuangkhong is a doctoral candidate in Learning, Literacies and Technologies at Mary Lou Fulton Teachers College. Her research areas are teacher education, language ideologies, race, raciolinguistics, language learning, family language policies and motherhood. She is a Fulbright alumni from Thailand and honorable member of International Honorary Organization for Women Educators (Alpha Delta Kappa). She is also a member and reviewer for AERA. Her current research projects are Family Language Policies in Arizona and Teacher Preparation for Diverse Learners.

 

MANAGING EDITOR | Courtney Stone

ORCID ID: 0000-0001-7773-6751

Courtney is a doctoral candidate in Educational Policy and Evaluation at MLFTC. Prior to joining the Ph.D. program, she worked at various educational institutions in various roles such as academic advisor, lecturer, and academic success coordinator. Courtney's research interests focus on multicultural validity and diversity climate in program evaluation.

 

MANAGING EDITOR |Duke Ofosu-Anim

ORCID ID: 0000-0001-5456-9225

Duke Ofosu-Anim is an academic and a researcher with research and teaching experience in leadership studies, economic, and education policy. In the past 16 years Duke has held several positions, in administration and faculty in higher education. Duke is a grant reviewer for National Research, Development and Innovation Office, Hungary, and also reviews for Climate Resilience and Sustainability (Wiley), Geography and Sustainability (Elsevier), and Climate Risk Management (Elsevier).

Duke is a doctoral student at Arizona State University’s Mary Lou Fulton Teachers’ College. He is also an assistant professor of leadership and coordinator of international students at Yemyung Graduate University, Seoul, South Korea. Duke has taught undergraduate and graduate courses in research methods, leadership and theory philosophy, and project management.

He has earned a PhD in Leadership and Economic Policy at Yemyung Graduate University in South Korea, an MA in Economic Policy at University of Ghana, and a BSc. Banking and Finance from Central University, Ghana. Currently, his research interests include leadership and multiculturalism in higher education, politics of education, and socioeconomics of international student education.

 

ASSOCIATE EDITOR | Minji Kim

ORCID ID: 0000-0001-9865-0084

Minji is a Ph.D. student in Educational Policy and Evaluation at MLFTC. She holds a B.A. in East Asian Studies and Education & Child Study from Smith College and an M.Ed. in International Education Policy and Management from Vanderbilt University.

Her research primarily focuses on the internationalization of higher education and online education systems. Through her work, Minji challenges white supremacy within the higher education discourse to elevate local contexts and innovate universities.

 

ASSOCIATE EDITOR | Jami Carmichael

ORCID ID: 0009-0000-7723-0646

Jami, a first-generation college student from Portland, Oregon, began her career teaching African American History at Portland Community College and later U.S. History and American Government in California high schools.

She is pursuing a Ph.D. in Education at ASU, focusing on equity and justice in social studies education and educator well-being. She pursues her line of inquiry through critical theories and methodologies for analyzing and alleviating the harmful effects of racism and inequity in education and to help alleviate teacher burn out/push out.

 

ASSOCIATE EDITOR | Lindsie Spengler

ORCID ID: 0009-0005-7619-2242

Lindsie is a clinical assistant professor and doctoral candidate in Leadership and Innovation (Ed.D.) at MLFTC. Her research focuses on supporting alternatively certified teachers with relationship-based classroom management strategies. She is passionate about fostering student agency through effective teaching practices and professional development.

Lindsie holds a bachelor's in Broadcast Journalism and Mass Communications and a master's in Secondary Education. She began as an English Language Arts teacher, became a National Board Certified Teacher in 2018, and is now the project manager for Project ACCLaIM.

 

ASSOCIATE EDITOR | Ashley Yung Batchelor

ORCID ID: 0009-0000-5240-4275

Ashley is a Ph.D. student at MLFTC. She has a B.S. in Learning, Literacy, and Leadership, a B.A. in Spanish Linguistics, and an M.A. in English Applied Linguistics from the University of Arizona. She has a background working in the non-profit sector, specifically in regards to community education.

Her research interests revolve around English Learner (re) classification and student/family agency. Other research interests include Critical Discourse Analsyis, Critical Policy Analysis, Performativity, and Emancipatory Research Methods.

 

ASSOCIATE EDITOR | Arisandy Johnson

ORCID ID: 0000-0002-3509-7709

Arisandy is a Ph.D. student in the MLFTC. He earned an M.A. in Teaching English as a Second Language (TESL) from Kent State University under the Fulbright Scholarship. He earned his undergraduate degree in English Education from Teachers College, PGRI University of Palembang.

He is originally from Indonesia and used to work under the Ministry of Education of the Republic of Indonesia as a secondary school teacher and a trainer of teachers. His research interests are posthumanism, poststructuralism, postqualitative inquiry, decolonization, adolescent literacy, identities, and criticality/Critical Theory and social justice in language planning and policy.

 

ASSOCIATE EDITOR | Engy Baskharoun

ORCID ID: 0000-0003-0632-3815

Engy is a doctoral candidate, studying Educational Leadership and Innovation (Ed.D.) at MLFTC. Her current dissertation work is focused on leveraging articulation and boosting communication skills and competencies of Humanities and English major graduates through employing digitized multimodal tools. Her research interests also include learning by design, digital humanities, curriculum and instruction, technological pedagogical content knowledge, communities of practice, and social justice in higher educational settings.

Engy earned her two undergraduate degrees (English and Religious Studies) from McMaster University and her Ontario College Diploma in Early Childhood Education from Conestoga College. She later became an alumnus of Western University, holding a master’s degree in Professional Education in the field of Curriculum and Pedagogy.

 

ASSOCIATE EDITOR | Fredrick Kofi Ayirah

ORCID ID: 0000-0002-7150-8261

Fredrick is a Ph.D. student and a research assistant at MLFTC. He also has an M.Phil. in Educational Psychology (2015) and a Bachelor of Education in History all from the University of Cape Coast, Ghana.

He specializes in teaching history to secondary school students and advocates for student-centered teaching techniques such as inquiry-based learning. His research interests include teaching methods in history education (inquiry-based learning), teacher professional development, student engagement and motivation, historical thinking skills, community-based history education, and students' historical literacy.

 

ASSOCIATE EDITOR | Kelly Brown

ORCID ID: 0009-0000-1795-4247

Kelly is a Clinical Assistant Professor at ASU’s MLFTC. She is a doctoral student in the Ed.D. Leadership and Innovation program. Her research focus is feedback in the online environment for teacher candidates and pre-service teachers.

Kelly holds a master’s degree in Secondary Education and School Counseling. She is passionate about supporting pre-service teachers as they begin their journey as educators. She has experience teaching grades 6-12 as well as higher education.

 

CONSULTING EDITOR | Dr. Stephanie McBride-Schreiner

Orcid ID: 0000-0001-7883-4169

Stephanie McBride-Schreiner is the Scholarly Communications Publications Manager for the Mary Lou Fulton Teachers College at Arizona State University (ASU). A former children’s program coordinator and site manager for the City of Tempe’s Kid Zone, she now manages the College’s open access scholarly journals of education. Stephanie holds a Graduate Certificate in Scholarly Publishing and a PhD in history from Arizona State University, and has served on the editorial team of journals published by the University of Nebraska Press, Elsevier, and the Division on Autism and Developmental Disabilities. She is also a contract historian and editor who has authored books for local non-profits and edited books and articles published by commercial publishers such as Palgrave, Routledge, and Springer. Stephanie is a strong proponent of diamond open access scholarly communications and knowledge mobilization.

 

FACULTY ADVISOR | Dr. Danah Henriksen

ORCID ID: 0000-0001-5109-6960

Danah Henriksen is an Associate Professor in the Mary Lou Fulton College at Arizona State University. Her research focuses on creativity in education, with related strands of work around technology and design thinking. More recent aspects of her work also consider and examine wellbeing and mindfulness. She has published over 100 articles or chapters (both peer-reviewed and editorially reviewed) and is the author of five books. Dr. Henriksen has served as the creativity working group leader for EDUsummIT—a UNESCO-supported international consortium of educational leaders in policy, practice, and research. She is an associate editor of the journal Education Policy Analysis Archives and has guest-edited special issues for several journals, including the Journal of Technology and Teacher Education, TechTrends, the Journal of Formative Design for Learning, the Australasian Journal of Educational Technology, and Journal of Creative Behavior. Having served as past co-Chair of the Creativity SIG for the Society of Information Technology in Education, she is the current co-Chair of the Dissertation in Practice SIG for the Carnegie Project in the Education Doctorate. An award-winning teacher, Dr. Henriksen has taught or developed a range of courses in educational psychology, innovation, leadership, research methods, design thinking, systems thinking, and teacher education.

 

FACULTY ADVISOR | Dr. Frank Serafini

ORCID ID: 0000-0002-1391-0631

Dr. Frank Serafini is a Professor of Literacy Education and Children’s Literature at Arizona State University. Frank has published over 100 peer-reviewed articles in the fields of literacy education, multimodality, and children’s literature. His newest book entitled Beyond the Visual: An Introduction to Researching Multimodal Phenomena was published in 2022.

Frank has garnered numerous awards for his teaching and research including the Distinguished Professor of Children’s Literature from the International Literacy Association, the Dina Feitelstein Research Award from the International Literacy Association, and the Distinguished Educator Award from the International Visual Literacy Association. 

Frank’s current research projects include visual and multimodal research designs, the history of picturebooks, the instantiation of narrative in picturebook forms, semiotic processes of signification, and the complex relationship of words and images in children’s literature.